| Popis: |
In this paper we present results of an interview study of English teachers’ views on parental involvement in year one children’s learning of number. Transcripts were subjected to a process of constant comparison that, in addition to highlighting teachers’ generally positive perspectives, yielded two broad categories of parental. Firstly, there were informal involvements like conveying positive messages about mathematics at home and drawing children’s attention to the everyday existence of mathematics through games and household activities. Secondly, there were formal involvements which included systematized mechanisms initiated by schools in which parents are expected to participate. Within both categorisations could be found positive and negative perceptions as well as elements of inconsistency. |
